In order to make sure that your WebQuest stays aligned with your unit, you will need to copy and paste 3 things from your Stages 1 and 2 from Dr. Grace's wiki onto this page. (This will also help Dr. Theresa give you better feedback on your Intro, Task, and Conclusion.) Then you will write your first drafts of your Introduction and Conclusion.
G.R.A.S.P.S
( Feel free to copy and paste what you have on your wiki page for Dr. Grace for the GRASPS portion of your unit (Stage 2). Note that you don't need the Standards part, though you can include it if you want.) Goal: The challenge is to create a comic strip that incorporates a math off with linear equations using correct process and creativity.
Role: Student is a comic writer for DC Comics Audience: DC Comics storyboard director Situation: A contest where the winner gets their comic strip published in DC Comics Product/Presentation: comic life comic Standards (Criteria from both rubrics - product and presentation): product rubric: mathematical concepts 40%, creativity 10%, choice of scene 20%, captions 10%, spelling punctuation and grammar 10%, characters 10% presentation rubric: enthusiasm 10%, preparedness 20%, speaks clearly 10%, stays on topic 30%, volume 10%, comprehension 20%
Understanding(s)
(Copy and paste the big understanding(s) you have listed in your unit for Dr. Grace in Stage 1 (the answers to the essential questions). What are the academic goals for the unit (which will also be the purpose of the WebQuest).)
• Students will understand that they use linear equations almost every day.
• Students will understand the processes that solve linear equations.
• Students will understand that linear equations have similar characteristics.
Introduction
(Set the stage, give us any background info that we might need to know (but just a hint), this is your HOOK. Provide a segue to the Task . . . make your reader want to click to the next section. There should be nothing that sounds like school work in this section. Don't give away what's going to happen in the Task.)
Super Heroes all around the world have been discovering that the majority of their lives are surrounded in math. Many Super Heroes have started to worry about whether they can still defeat their arch nemeses. Superman himself told us; "I can fly, lift heavy object, and have laser vision, but I have no idea how to solve linear equations." Villains have started to hear the gossip and are coming out of the wood work to destroy Super Heroes. We must find someone to help before all of society is in chaos!
Task
(This story should match the Task Description/Summary from your unit in Stage 2 (Through what authentic performance task will students demonstrate understandings?). You can copy and paste from Dr. Grace's wiki.Tell the story of the Role, Audience, Situation, and Product & Performance. Be a story teller. Save any classroom-specific information for the Process. Build the scenario and stay in character. You can reference the Introduction but try not to duplicate the information that's in the Introduction.)
DC comics is looking for stories for their new character Math Man! They haven't decided if he is good or evil so you can help them decide. Until Math Man has a steady following he will be making appearances in the other heroes’ lives. Your task is to create a comic strip on comic life where Math Man has a math-off using linear equations, where whoever reaches the answer first wins, against the hero/villain of your choice. Be sure to include the thinking process of each character during the math-off. Remember Math Man is new, so you get to decide whether he is good or evil. All comic strips will be submitted and sent to DC comics for consideration.
Conclusion
(Tie everything the participants have done back to the Goal. Why did they go through all of this? Tie the scenario to the real world. Remind them of the "Big Idea" that they were supposed to gain from this, just in case they didn't make the connection on their own. Don't get preachy. If you ask a question here, it has to be rhetorical. No work or assignments should be included. Short is good.)
There will be 2 options for a conclusion (I am hoping to be able to make push buttons, each button will send students to the appropriate conclusion).
HERO
Congratulations! As Math Man you have successfully helped teach a hero how to save their community through the power of linear equations. You have thwarted chaos and saved the world! Now let's hope that the board of directors at DC Comics chose your story!
VILLAIN
Congratulations! As Math Man you have successfully helped a villain defeat their adversary through the power of linear equations. You have defeated your chosen hero, and incited chaos throughout the world! Now let's hope that the board of directors at DC Comics chose your story!
G.R.A.S.P.S
( Feel free to copy and paste what you have on your wiki page for Dr. Grace for the GRASPS portion of your unit (Stage 2). Note that you don't need the Standards part, though you can include it if you want.)Goal: The challenge is to create a comic strip that incorporates a math off with linear equations using correct process and creativity.
Role: Student is a comic writer for DC Comics
Audience: DC Comics storyboard director
Situation: A contest where the winner gets their comic strip published in DC Comics
Product/Presentation: comic life comic
Standards (Criteria from both rubrics - product and presentation):
product rubric: mathematical concepts 40%, creativity 10%, choice of scene 20%, captions 10%, spelling punctuation and grammar 10%, characters 10%
presentation rubric: enthusiasm 10%, preparedness 20%, speaks clearly 10%, stays on topic 30%, volume 10%, comprehension 20%
Understanding(s)
(Copy and paste the big understanding(s) you have listed in your unit for Dr. Grace in Stage 1 (the answers to the essential questions). What are the academic goals for the unit (which will also be the purpose of the WebQuest).)• Students will understand that they use linear equations almost every day.
• Students will understand the processes that solve linear equations.
• Students will understand that linear equations have similar characteristics.
Introduction
(Set the stage, give us any background info that we might need to know (but just a hint), this is your HOOK. Provide a segue to the Task . . . make your reader want to click to the next section. There should be nothing that sounds like school work in this section. Don't give away what's going to happen in the Task.)Super Heroes all around the world have been discovering that the majority of their lives are surrounded in math. Many Super Heroes have started to worry about whether they can still defeat their arch nemeses. Superman himself told us; "I can fly, lift heavy object, and have laser vision, but I have no idea how to solve linear equations." Villains have started to hear the gossip and are coming out of the wood work to destroy Super Heroes. We must find someone to help before all of society is in chaos!
Task
(This story should match the Task Description/Summary from your unit in Stage 2 (Through what authentic performance task will students demonstrate understandings?). You can copy and paste from Dr. Grace's wiki. Tell the story of the Role, Audience, Situation, and Product & Performance. Be a story teller. Save any classroom-specific information for the Process. Build the scenario and stay in character. You can reference the Introduction but try not to duplicate the information that's in the Introduction.)DC comics is looking for stories for their new character Math Man! They haven't decided if he is good or evil so you can help them decide. Until Math Man has a steady following he will be making appearances in the other heroes’ lives. Your task is to create a comic strip on comic life where Math Man has a math-off using linear equations, where whoever reaches the answer first wins, against the hero/villain of your choice. Be sure to include the thinking process of each character during the math-off. Remember Math Man is new, so you get to decide whether he is good or evil. All comic strips will be submitted and sent to DC comics for consideration.
Conclusion
(Tie everything the participants have done back to the Goal. Why did they go through all of this? Tie the scenario to the real world. Remind them of the "Big Idea" that they were supposed to gain from this, just in case they didn't make the connection on their own. Don't get preachy. If you ask a question here, it has to be rhetorical. No work or assignments should be included. Short is good.)There will be 2 options for a conclusion (I am hoping to be able to make push buttons, each button will send students to the appropriate conclusion).
HERO
Congratulations! As Math Man you have successfully helped teach a hero how to save their community through the power of linear equations. You have thwarted chaos and saved the world! Now let's hope that the board of directors at DC Comics chose your story!
VILLAIN
Congratulations! As Math Man you have successfully helped a villain defeat their adversary through the power of linear equations. You have defeated your chosen hero, and incited chaos throughout the world! Now let's hope that the board of directors at DC Comics chose your story!